Disclosure and concealment in school: Implications for sexual minority youth school experiences and mental health

• In Event: Sexual minority identity development and mental health: New methodological, contextual, and population insights

Abstract

Living in a heteronormative society, sexual minority youth (SMY) encounter situations where they need to disclose or conceal their sexual orientation (Chaudoir & Fisher, 2010). In school contexts, disclosing sexual orientation allows SMY to have access to the supportive school resources (e.g., interpersonal support), contributing to positive adjustment among SMY (Kull, Kosciw, & Greytak, 2017). Yet, disclosure also increases exposure to sexual orientation-related victimization, contributing to maladjustment (e.g., Zhao et al., 2021). Similarly, although concealing sexual orientation may allow SMY to avoid adverse outcomes of disclosure, it also imposes restrictions on SMY’s access to supportive resources (e.g., Brandon-Friedman & Kim, 2016). Prior studies have operationalized disclosure and concealment as interpersonal behaviors (e.g., Griffin, 1992). SMY can hide sexual orientation by presenting a heterosexual identity (i.e., assimilating) and/or avoiding occasions where sexual orientation-related topics may be brought up (i.e., decategorizing). SMY can also disclose sexual orientation by openly sharing with others (i.e., integrating). Disclosure and concealment are also operationalized as outness that SMY share and openly discuss their sexual orientation with others (i.e., outness and openness; Mohr & Fassinger, 2000). The current study examined the association between a multidimensional disclosure and concealment index (i.e., behavior and outness) and psychological outcomes (i.e., depressive symptoms, life satisfaction) via SMY’s school experiences (i.e., perceived school support and sexual orientation-based victimization).

The sample included 420 participants between 14 and 24 years old (M=18.28, SD=2.21) from the U.S. who self-identified as SMY and were enrolled in school. The current sample consists of participants with diverse social identities in terms of gender, sexual orientation, and race/ethnicity (see Table 1).

Results from structural equation modeling (See Figure 1) revealed that decategorizing concealment behavior was negatively associated with SMY’s perceived school support whereas integrating disclosure behavior was positively associated with school support. Decategorizing concealment behavior and sexual orientation-based victimization were positively associated with depressive symptoms. Perceived school support was positively associated with life satisfaction, and sexual orientation-based victimization was negatively associated with life satisfaction. Notably, no significant indirect effect between disclosure and concealment and psychological well-being via school experience emerged in the current study.

Our study highlights the importance of disclosure and concealment behavior to SMY’s school experience and psychological well-being. Whereas decategorizing concealment behavior contributes to adverse outcomes in school, assimilating concealment was not associated with SMY’s adjustment in school. Neither disclosure nor concealment behavior were associated with sexual orientation-based victimization, but sexual orientation-based victimization adversely contributes to well-being among SMY. Given the adverse contribution of decategorizing concealment behavior and sexual orientation-based victimization to well-being among SMY, it is essential to provide a school environment where SMY can safely discuss their sexual orientation. Furthermore, compared to outness and openness levels, disclosure and concealment behavior appear to be more salient in predicting SMY’s school experience and psychological well-being. Implications for promoting positive disclosure and concealment experiences among sexual diverse youth in schools and for their psychosocial well-being will be discussed.

Authors

• Zhenqiang Zhao, Fordham University
  Presenting Author

• Russell B Toomey, University of Arizona

• Amanda Pollitt, Northern Arizona University